Instructional Design Consideration: Taking the Learner and Lab Beyond Virtual

Instructional Design Consideration: Taking the learner and Lab beyond Virtual World

This presentation will discuss innovative instructional considerations from content design to teaching strategies and evaluation methods as faculty meet the challenges of rapidly converting in-seat content for on-line delivery while they try to meet their own learning needs long with those of the on-line learners'.

This presentation is designed for beginner, intermediate and experienced instructors and faculty who are teaching in clinical and academic settings, and are faced with the challenges of the "flipped Classroom”. While they are committed to quality instruction in a rapidly evolving environment and learners with diverse learning needs beyond those of age and learning styles.

The presentation will discuss principles of instructional design in detail and will include defining Essential Content including considerations from meeting credentialing requirements to the needs defied by clinical   employers who hire our students. Content Mapping to define essential content as we let go of the sacred cows while thinking outside the box and doing what has never been done before. By beginning with end in mind and embedding quality matrix and measurement tools to measure effectiveness as we move forward. Innovative teaching strategies will include clear expectations to meet course outcomes by providing timelines and schedules. Creating rubrics for students and faculty so both work with clear expectations is critical and tips will be shared regarding the dos and don’ts of rubric design.  “Re-Chunking" the content into doable bite size readings, learning activities and submissions for grading are essential for realistic goal setting and examples of these be shared with the audience during the presentation. Objective and reliable evaluation has been another challenge for any faculty who works in teams of 3-4 members.  IRR or Inter Rater Reliability exercise and methods used by the presenter will be discussed in detail as the process, principles, benefits and limitations are critical topics so the teaching team is effective and efficient. Diagnostic Reasoning Skills and Scenarios used by the author will be discussed and examples will be shared with the audience during the presentation for problem focused exams conducted by graduate students.  OSCE and use of Standardized Patients (SP) for objective rubric-based evaluation will be shared along with rubrics and OSCE Lab set-up examples for the audience. Benefits off teaching while we share the challenges in teaching remind us of why we chose to teach and tips to encourage the heart will be discussed as the author believes "Mistake is the price paid for a valuable lesson learned and not a failure”, "It' s OK to laugh at yourself- it keeps the heart young",  "Remembering why we wanted to teach and revisiting our teaching philosophies from time to time is a good thing.”